The common errors in using some skinds of nouns in english made by the eleventh grade student at nguyen trai hight school, thai binh

HANOI PEDAGOGICAL UNIVERSITY N
0
2
FOREIGN LANGUAGE FACULTY




NGUYEN THI QUYEN




THE COMMON ERRORS IN USING SOME KINDS OF
NOUNS IN ENGLISH MADE BY THE ELEVENTH – GRADE
STUDENTS AT NGUYEN TRAI HIGH SCHOOL, THAI BINH

(GRADUATION PAPER SUBMITTED IN PARTIAL FULFILLMENT OF
THE DEGREE OF BACHLOR OF ARTS IN ENGLISH)





SUPERVISOR: NGUYEN THI LE NGUYEN, M. A.




Hanoi, May 2014

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ACKNOWLEDGEMENT

This research is the fruit of the labor of mine and supervisor, Mrs. Nguyen
Le Nguyen, M.A. She guided me while I was doing research. I would like to
express my deepest thanks to her. I am truly grateful to her ideas and her
comments. Bedsides, I would like to give many thanks to my friends who helped
me to do exercises in my survey. From this, I can find the mistakes in using
some nouns. My thanks are also expressed to my friends for their comments
I wish to give my thanks to all the lecturers in the Foreign Language
Faculty in Ha Noi pedagogical University Number 2 where I am studying.
Last but not least, I owe my debt of gratitude to my parents who always
encourage my spirit to complete this research.

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ABSTRACT

In English, noun plays an important role in a sentence. Nouns are an
interesting category of English Grammar. Moreover, it is also familiar with
students who studying English. However, the exercises about nouns sometimes
are not easy for students to understand and study. There are some students who
don‟t know how to do the exercises about some common kinds of nouns well.
There were many questions relating to some kinds of nouns.
Because of lacking the knowledge about the common kinds of nouns,
many students in high school make mistakes when doing exercises and English
tests about some common kinds of nouns. Therefore, the research titled “The
common errors in using some kinds of nouns in English made by the eleventh-
grade students at Nguyen Trai high school, Thai Binh and suggested solutions”.

The research focuses on showing the possible uses of some basic kinds of nouns
and compound nouns in a sentence. Moreover, basing on a survey, I will find
some common errors that students at Nguyen Trai high school make. Last but
not least, some suggested solutions are given to minimize mistakes in doing
some kinds of nouns as common, proper and compound nouns.








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STATEMENT OF THE AUTHORSHIP
TITLE: COMMON ERRORS IN USING THE
NOUNS AND SUGGESTED SOLUTIONS
(Graduation paper submitted in partial fulfillment of the Degree
Of Bachelor of Arts in English)

I certify that I do the research without copying from another books or
research‟s.
Some basic knowledge from English grammar books, some blogs, and
some websites but I quoted the resource. The report is originally written by the
guidance of my supervisor and I myself develop the details and do thesis.
Date of submission: April, 2014.
STUDENT

Nguyen Thi Quyen
SUPERVISOR

Nguyen Thi Le Nguyen









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TABLE OF CONTENTS
PART ONE
INTRODUCTION
I. Rationale 1
II. Research objectives 2
III. Research scope 2
IV. Research tasks 3
V. Research methods 3
VI. Significance of the proposed research 3
VII. Design of the research work 4
PART TWO
INVESTIGATION
CHAPTER ONE: THEORETICAL BACKGROUD
I.1. Literature review in brief 6
I.2. Nouns 8
I.2.1. Definition 8
I.2.2. Functions 8
I.2.2.1. Subject of a verb 8

I.2.2.2. Object of a verb 8
I.2.2.3. Object of the preposition 9
I.2.2.4. Complement of “be” or a related verb like “seem” or
“become”
9
I.2.2.5. In possessive cases 10
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I.2.2.6. In a direct sentence to speak to somebody 10
I.2.3. Common nouns 10
I.2.3.1. Singular nouns 11
I.2.3.2. Plural nouns. 11
I.2.3.2.1. Regular plurals 12
I.2.3.2.2. Irregular plurals 12
I.2.4. Proper nouns 12
I.3. Compound nouns 13
I.3.1. Definition. 13
I.3.2. Word- class combination compound nouns 14
I.3.3. Plural form of compound nouns 14
I.3.3.1. Pluralize the principle word 15
I.3.3.2. No principle word 15
I.3.4. Functions 16
I.3.4.1. As a subject 16
I.3.4.2. As a direct object 16
I.3.4.3. As an indirect object 16
I.3.4.4. As an appositive 16
I.3.4.5. As an object complement 16
CHAPTER TWO
METHODOLOGY AND RESULTS
II.1. METHODOLOGY 17
II.1.1. Purpose of the survey 17

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II.1.2. Population of the survey 17
II.1.3. Type of the survey 18
II.1.4. Construction of the survey 18
I.1.4.1. Question items 18
I.1.4.2. Arrangement of the survey 19
II.1.5. Preparation of the survey 19
II.1.6. Administration of the try-out 19
II.1.7. Methods of data analysis 20
II.1.8. Results of the survey 20
II.2. DISCUSSION OF RESULTS 24
II.2.1. Errors in using irregular plural nouns 24
II.2.2. Errors in using plural and singular compound nouns 24
II.2.3. Errors in using singular nouns 25
II.2.4. Errors in pronouncing plural nouns 26
II.2.5. Errors in identifying the different meanings of common nouns with
singular and plural forms 26
II.2.6. Errors in using proper nouns 27
II.2.7. Errors in using regular plural nouns 27
II.2.8. Errors in combining words to make a compound noun 28
II.3. SUGGESTED SOLUTIONS 28
II.3.1. On the part of students 29
II.3.2. On the part of teachers 29
II.4. SUGGESTED SOURCES AND EXERCISES FOR LEARNING THE
NOUNS 30
II.4.1: Suggested sources 30
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II.4.2: Suggested exercises 31
PART THREE
CONCLUSION

I. Summary the researching process and implication 37
II. Limitations and suggestions for further research 38
REFERENCES
APPENDICES
SURVEY QUESTIONAIRE
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PART ONE
INTRODUCTION

I. RATIONALE
Nowadays, English becomes the most widely used language in the world.
Thanks to English, different nations with different languages and culture could
close. Grammar is an essential part of every language. L.G Alexander (2009:p1)
denoted that we should learn grammar because "there is no point in learning
grammar for the sake of learning grammar. Grammar is the support system of
communication and we learn it to communicate better. Grammar explains the
"why" and "how" of language. We learn it because we just can't do without it”.
As adjective and adverb, etc. Noun plays an important role in a sentence. It
makes the sentence to be emphasized. Noun is known as a part of English
grammar. It is also a linguistic element. Especially, nouns occurred in not only
English Grammar but also in Advanced English Grammar books. In fact, there
are many grammarians have done research on many kinds of nouns. There are
many English grammar books tell about the classification of nouns and its
functions. Additionally, some blogs of learning English online have talked about
the use of nouns. There are many exercises of nouns in the final tests or in the
exams. However, something sometimes is not easy to understand. Therefore,
students who study the second language sometimes make some mistakes in
using some kinds of nouns.
With the aim of helping learners of English to overcome some difficulties

in using some kinds of nouns, and with the aim of making the nouns to be more
familiar with students, this research will help students to have a correct view of
common nouns with singular and plural forms, proper nouns as well as
compound nouns to minimize the mistakes in uses. From this, they can
understand nouns as a part of English grammar. They will not to be confused
when doing tests that relating to some kinds of them.
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II. RESEARCH OBJECTIVES
The study is aimed at achieving the following goals:
٧ To distinguish common kinds of nouns.
٧ To show the definition, the uses of nouns and some examples.
٧ To show the use of common nouns, singular and plural, proper nouns as
well as compound nouns.
٧ To find out the common errors which students usually make when using
some kinds of nouns.

III. RESEARCH SCOPE
In this research, the main object is the nouns. The research focuses on the
uses of common nouns, plural and singular nouns, proper nouns as well as
compound nouns, some examples of them. Especially, the important thing is to
find out some common errors when using some kinds of nouns made by the
eleventh- grade students at Nguyen Trai high school, Thai Binh, Vietnam.
The population involved in the study is 50 students of grade 11 at Nguyen
Trai high school where I studied. Students are in grade 11 who had many final
exams in English subject. The reason I choose them to do the research is that
they have a various level of English and almost students in the grade 11 have a
deep knowledge in English grammar, nouns are more familiar with them.
Although the uses of nouns are occurred in some exercises and exams, they still
were not easy to study and understand. There are many students who didn‟t do
exercises relating to common kinds of nouns well. This research intends to serve

the teaching practices and to help the students understand some kinds of nouns
in English grammar with an easy way and effective way.


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IV. RESEARCH TASKS
The research work involves fulfilling a number of tasks:
√ To show an overview of common kinds of nouns in English Grammar.
√ To study the definition and the uses of common nouns, singular, plural,
proper, as well as compound nouns in English grammar, some examples.
√ To find possible errors that students usually make in using common
kinds of nouns. Of course, there will be some causes for these errors. Some
suggested solutions to minimize errors will also be given.

V. RESEARCH METHODS
Because the major aim of researching is to find out some common errors
of students in using some kinds of nouns, the main research method is “survey
questionnaire”. This method is popular in doing research, there are many
relevant documents which critically reviewed and referred to. The results are
commented on and carefully classified. The errors are analyzed with the
assistance of examination, description and interpretation. Moreover,
questionnaire survey gives the students an opportunity to express their opinions
and needs without fear either to be embarrassed or to be punished. Students are
not required to put the names when answering questions.

VI. SIGNIFICANCE OF THE RESEARCH
The research studies the uses of some common kinds of nouns in term of
formal grammar. It also shows common errors the students always make as well
as the causes for these mistakes. The suggested solutions are also given based on
the reasons discovered. As a consequence, the research naturally has some

significance to students and teachers as well as everyone who is interested in.
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On the part of the students, they can refer to the study in order to improve
their knowledge of the nouns as definition, the uses, examples of common,
proper, singular, plural nouns as well as compound nouns and so on. In
addition, they can themselves avoid some errors in using some basic kinds of
nouns. Consequently, they will be interested in studying a part of speech called
“nouns”. This research helps students to do exercises of some kinds of nouns or
using them correctly and effectively. Moreover, in speaking, when
communicating with foreigners, they can make the sentences with a right way.
On the part of the teachers, by viewing the errors, causes and suggested
solutions for using nouns that research shows, teachers can have new methods to
teach students and help them to study and understand in easy ways and effective
ways. Moreover, teachers can themselves improve their basic knowledge of
using some kinds of nouns based on some examples and exercises. Exercises in
this survey will help teachers to have more kinds of exercises for their students.
Additionally, anyone who interested in nouns or anyone who usually make the
mistakes in using some kinds of nouns can read and view this research to
improve their grammar knowledge and to find the ways to avoid making
mistakes when using them.
For all reasons above, this research is useful and helpful for everyone.

VII. DESIGN OF THE RESEARCH
The research consists of three main parts:
Part one, Introduction, introduces the reasons for choosing the topic (or
rationale), research scope, research tasks, research method, research significance
as well as the research design (the organization of the research).
Part two, Investigation. There are two major chapters. The first one is
“Theoretical background” which shows the literature review in brief, the
overview of nouns, especially; it shows the information about common,

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singular, plural and proper nouns as well as compound nouns. Another chapter is
called “Methodology and results”. In this chapter, something relating to the
survey questionnaire, some common errors and causes as well as suggested
solutions are given.
The last part is known as Conclusion. It is used to summarize the key
points of the research. It also helps the reader to ensure that they understand the
content divided or not.


















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PART TWO: INVESTIGATION
Chapter I: Theoretical Background
I.1. Literature review in brief

In English, noun is known as a part of English Grammar. It is also a
linguistic element. In fact, there are many grammarians have done research on
common nouns with singular and plural forms, proper and compound nouns
such as Betty, A.Z. (2000), Murphy, R. (2004), Riggs, K. (2013), Spratt, M. ,
Pulvemess, A. & Williams, M. (2005), R.A. Close (1979), Peter, P. ( 2004),
Huddleston, R. & Pullum, G. K. (2002), Hewings, M. (1999), and so on. They
each have their own way to describe the overview of nouns. Normally, they
focus their attention to the definition, the uses, and give some common
examples. However, some authors concentrate on the difference between many
types of nouns. The following details will describe again something relating to
nouns and its types that many grammarians have done.
In Understanding and Using English Grammar written by Betty, A. Z.
(2000), the irregular and regular plural nouns are mentioned. With the regular
plurals, they often end with “s” or “es”.
Riggs, K. (2013), with the book Nouns. It tells us about an interview of
nouns in sentences, some common types of nouns concluding proper noun and
how to spot singular and plural form. However, compound noun- an interesting
part as well as an important part is not mentioned.
Kam Chuan Aik & Kam Kai Hui (1992), in the book Longman Dictionary
of Grammar and Usage gives a definition of the nouns and compound nouns.
The most interesting thing is “compound nouns are written as separate words
(grapefruit juice), as words linked by a hyphen (sister-in-law), or as one word.
The Cambridge Grammar of the English Language of Huddleston, R. &
Pullum, G. K. (2002) tells us the part of speech as verb, adjective and nouns.
However, they also give a short view of them. The book helps students to
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understand more about nouns, verb + noun phrase with some examples. In some
cases, this book is useful and necessary.
In the book A Reference Grammar for Students of English, R.A. Close
(1979) describes the functions of the compound noun as well as the difference

between the compound nouns and other parts of speech. “Words can be
combined to form compound nouns. They normally have two parts. The first
part tells us what kind of object or person it is. The second part identifies the
object or person in question.
Spratt, M. , Pulvemess, A. & Williams, M. (2005). The Teaching
Knowledge Test. According to this book, plural forms can be regular or irregular
form. They implement that compound name is a combination of two or more
words which are used as a single word ( a flower shop, a headache).
In English Grammar Understanding the Basics of Altenberg, E. P. &
Vago, R. M. (2010). The difference between this book and another book is that
they denote the way to identify a noun and more details of plural nouns
including regular plurals and irregular plurals. However, they lack an important
part of linguistic element called “compound nouns”.,
In The Cambridge Guide to English Usage (2004), Peter denotes “ nouns
are the word that express the tangible, intangible and visible things of our
experience”. The most interesting of his book is that he mentions to a special
case of the word “no”. It serves as a noun and the plural form of “no” – noes.
Murphy, R. (2004). English Grammar in Use (2004). The uses of many
nouns are given. Especially, there are many exercises to help students to
practices their English grammar. This book is really useful and necessary. In
addition, in stead of giving the definition of compound nouns, he shows the one
small kind of word combination of compound noun- “noun + noun” case.
Hewings, M. (1999) with the book Advanced Grammar in Use. An
interview about nouns and compound nouns can make the reader understand the
basic knowledge. The author points out an important part of element linguistics
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called “compound nouns”. In spite of a helpful book, Hewings doesn‟t point out
some common errors that students usually make when using nouns and
compound nouns, some suggested solutions are not given.
In fact, much research has been done on some kinds of nouns and its uses.

Their contributions make the picture of nouns more comprehensively. However,
there is no research on some common errors that Vietnamese students often
make when using nouns. There is no suggestion to help students avoid making
mistakes in uses. Unluckily, there are many Vietnamese students make the
mistakes in using common nouns with singular and plural forms and compound
nouns. They do the exams not well, and make the mistakes in both speaking and
writing skill. In many Grammar exercises, students do incorrectly. In this
research, I concentrate on finding out some common errors that students often
make in using some basic kinds of nouns as well as giving some suggested
solutions.
I.2. Nouns
I.2.1. Definition
According to the website nouns are a
part of speech typically denoting a person, place, thing, animal or idea. In
linguistics, a noun is a member of a large, open lexical category whose members
can occur as the main word in the subject of a clause, the object of a verb, or the
object of a preposition.
I.2.2. Functions
I.2.2.1. Subject of a verb
Elephants eat grass.
Noun plays as a subject of a verb. The animal which eats grass is the
elephant.
I.2.2.2. Object of a verb
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To understand more the function of nouns as the object of a verb, we look
at the following example:
Mr. Minh washed the dishes.
The authorities commended Roberta.
I sent Stephanie the camera.
With the first sentence, after the verb “washed” is “the dishes”. A question

is what Mr. Minh washed. The answer is “car”. Car is the direct object of the
verb “washed”.
With the second sentence, answer: Roberta. Roberta is the direct object of
the verb “commended”.
With the last example, the question is I sent the camera to whom?
Answer: Stephanie. Stephanie is the indirect object.
From some examples above, we can give the conclusion that:
√ we can identify a direct object by asking what or whom.
√ we also can identify an indirect object by asking to what, for what, or to
whom, for whom.
I.2.2.3. Object of the preposition
He hangs the picture on the wall.
He pulled the little red wagon to the store.
For the first sentence, “on” is a preposition, and the object of this
preposition is the noun “the wall”.
For the second sentence, “to” is a preposition, and the object of this
preposition is the noun “the store”.
I.2.2.4. Complement of “be” or a related verb like “seem” or “become”
An intransitive verb cannot accept an object. A noun that follows an
intransitive verb and completes the meaning of a sentence is called a
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complement. The complement stands after “be” or a related verb like “seem” or
“become”:
I am a student.
The noun “student” stands after be “are”.
I.2.2.5. In possessive cases
A noun can be used to modify another noun. A noun can also convey a
sense of possession. Consider the following example:
The town's water supply is in jeopardy.
The word “town” is a noun. In the sentence above the word “town's”

identifies which water supply is in jeopardy. “Town's” is possessive case. The
town possesses the water supply.
I.2.2.6. In a direct sentence to speak to somebody
Have you visited London, Lan?
Noticed that we have to use a comma before the proper noun which refers
to somebody we speak to. Comma should be also used between the two last
items.
I.2.3. Common nouns
According to “Cambridge Grammar Understanding the Basics”, nouns
that are not names are called “common nouns”. A common noun is a word that
names people, places, things, or ideas.
E.g. boys, girl, people, sofa, brother, tissues, etc.
A common noun begins with a lowercase letter unless it is at the
beginning of a sentence.
E.g. People: man, girl, boy, mother, father, child, person, teacher, student.
Animals: cat, dog, fish, ant, snake.
Normally, we do not capitalize the common nouns in the sentences.
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I.2.3.1. Singular nouns
Singular noun is a kind of nouns, it represents only one object. Singular
form also tells us about the number.
Singular nouns can be counted and used with the article “a/an”.
E.g. boy, girl, cat, book, etc.
The words “news”, “mumps”, “measles” have the singular form.
I.2.3.2. Plural nouns
The plural noun denotes more than one object. Plural form likes singular
form, it also tells us about number.
E.g. boys, girls, cats, days, countries, etc.
If a noun has a plural form, it can be used in the question with “how
many”.

Some nouns in the English language take the plural forms: trousers,
glasses.
The plural form can take the different meaning:
E.g. People (con người) – peoples (các dân tộc)
Bond (liên kết) – bonds (trái phiếu)
We can use “a pair of” + these words:
Those are nice jeans = that‟s a nice pair of jeans (not a nice jean).
I need some new glasses = I need a new pair of glasses.
Some nouns end in “ics” but are not usually plural.
E.g. athletics, economics, electronics, gymnastics, physics
Usually, we pluralize a noun by adding “s” to it, as in books; these nouns
are called regular. There are a handful of nouns that are written in other ways,
these nouns are called irregular”.

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I.2.3.2.1. Regular plural
Normally, we will add “s” to the singular. If “s” stands after a voiceless
consonant, it is pronounced /s/. Another way of making plurals based on the
book Cambridge Grammar Understanding the Basics is to add “s” sound if the
last sound of the word is a voiceless sound”.
E.g. book- books
Garden- gardens
Chair- chairs
When the noun ends in “s, x, ch, or sh” the plural is formed by adding “es”
to the singular. It is pronounced /iz/.
E.g. glass - glasses box- boxes dish - dishes
But if the “o” is preceded by a vowel, the plural is formed by simply
adding “s” to the singular.
E.g. bamboo- bamboos studio- studios
I.2.3.2.2. Irregular plural

Irregular nouns form their plurals in different ways. Here are some
common patterns:
√ changing a vowel: man – men, woman- women
√ adding “ren” or “en”: child- children, ox- oxen
√ adding nothing: fish- fish, sheep- sheep
√ changing “f” to “v” and then adding “s”: knife- knives
√ changing “y” in the singular into “ies” if “y” stands after a consonant :
country- countries, lady- ladies,
I.2.4. Proper nouns
There are many definitions of proper nouns in English written by the
different grammarians. According to the book “Master the Basic English”, Jean
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Yates denotes that proper nouns are specific names of individual people, groups
of people, places, and things. They are written with capital letters”.
E.g. Mary Smith, Canadian, New York, etc.
Another definition of proper noun: A proper noun is used for a particular
person, thing, place, or idea which is imaged to be unique.
E.g. Marry, London, Ha Noi, etc.
It is generally spelt with an initial capital letter. Normally, there is no
article in front of the proper nouns.
The proper nouns can be the plural form to denote the whole family.
E.g. the Taylors, the Browns, etc.
Many shops, restaurants, hotels or banks are named after the people who
started them. These names end in –s or –„s.
E.g. Lloyds Bank, Brown‟s Restaurant, etc.
Most proper nouns do not use “the”- just think the name of people you
know.
I.3. Compound nouns
I.3.1. Definition
Compound noun is a combination of two or more words which are used as

a single word.
E.g. a blackboard, a flower shop, a headache, rice- exporting country, etc.
The words “foot” and “ball” are each nouns in their own right, but if you
join them together they form a new word – football.
In the book A Reference Grammar for Students of English, R.A. Close
(1979) tells us compound nouns normally have two parts. The first part tells us
what kind of object or person it is, or what its purpose is (water, black, bed,
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etc.). The second part identifies the object or person in question (man, room,
friend, etc.).
I.3.2. Word- class combination compound nouns
Compound nouns can be formed by using the following word
combinations:
1. Noun + Noun: toothpaste, bedroom, water tank, motorcycle, etc.
2. Adjective + Noun: software, redhead, blackboard, full moon, etc.
3. Verb + Noun: swimming pool, washing machine, breakfast, etc.
4. Preposition + Noun: underground, underworld, undersea, etc.
5. Noun + Verb: haircut, sunrise, etc.
6. Noun + Preposition: hanger-on, passer-by, mother-in-law, etc.
7. Adverb + noun: onlooker, bystander, etc.
8. Verb + preposition: drawback, check-in, lookout, etc.
9. Preposition + Verb: output, input, overthrow, etc.
10. Adjective + Verb: dry-cleaning, public-speaking, etc.
I.3.3. Plural forms of compound nouns
Generally, we make the plural of a compound noun by adding –s to the
“base word”.
Singular
Plural
a tennis shoe
three tennis shoes

one assistant headmaster
five assistant headmasters
the sergeant major
some sergeants major
a mother-in-law
two mothers-in-law
an assistant secretary of state
two assistant secretaries of state
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a woman-doctor
three women-doctors
a doctor of philosophy
two doctors of philosophy
maid of honor
maids of honor
I.3.3.1. Pluralize the principle word
The vast majority of compound nouns form their plurals by adding “s” to
the principle word.
E.g.
I have two mothers-in-law (plural of mother-in-law).
Daughters- in- law (plural of daughter- in- law).
I.3.3.2. No principle word
When there is no obvious principal word, we add “s” or “es” to the end of
the compound nouns.
Forget-me-nots make a wonderful present. (Plural of forget-me-not)
Some compound nouns have no obvious base word and you may need to
consult a dictionary to find the plural:
√ Higher-ups √ Also-rans
√ Go-betweens √ Good-for-nothings
We have to note that compound nouns made of noun + noun, the second

noun take an “-s” for plural. The first noun acts like an adjective:
Long plural form plural compound noun
100 trees with apples 100 apple trees
20 boxes for tools 20 tool boxes
10 stops for buses 10 bus stops
3 wheels for cars 3 car wheels
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The second notice is that with compound nouns which are made of noun +
noun, the first noun is an adjective and therefore it does not usually take an “–s”.
I.3.4. Function
I.3.4.1. As a subject
According to Quick, R. & Greenbaum, S. (1993), in the book A
University Grammar of English, a subject is normally a noun or a clause with a
nominal function.
The bathtub in the kids‟ bathroom is full.
I.3.4.2. As a direct object
E.g. I gave a beautiful gift for her.
In this example, “beautiful gift” is a noun phrase. This phrase contains
two words “beautiful” and “gift”. “Beautiful gift” is a direct object; “her” is an
indirect object.
I.3.4.3. As an indirect object
My boy friend bought a new computer to his sister.
In this example, “his sister” is an indirect object.
I.3.4.4. As an appositive
An appositive is a word that renames a noun that it is adjacent to, such as:
“Rueck, my lovely dog, ran down the street”.
Another example: Huong, my best friend, has visited London for 2 weeks.
I.3.4.5. As an object complement
A compound noun can be an object complement, which follows the noun
or pronoun it modifies.

An example is “We elected her mother-in-law mayor.”
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CHAPTER TWO: METHODOLOGY AND RESULTS
This chapter presents the findings of the practical research with the
eleventh- grade students at Nguyen Trai high school, Thai Binh province. It is
arranged into four main sections. The first section is “methodology” relating to
the survey questionnaire. From this, the information about the purpose, the
population, type, construction, preparation, method and results of the survey are
given. The second section tells us some common errors and reasonable causes in
using some kinds of nouns. The third one presents the suggested solutions to
minimize such errors. The last section shows the suggested sources and
exercises for learning nouns.
II.1. METHODOLOGY
II.1.1. Purpose of the survey
In this research, questionnaire survey was chosen for some reasons.
Firstly, it is believed that questionnaire survey can help the researcher reach the
large number of people in a very short time. Secondly, the collected data of the
questionnaire are relatively easy to summarize and report as all informants
answer the same questions. Moreover, questionnaire is an inexpensive way to
gather the data from the respondents.
Last but not least, the questionnaire survey gives the students an
opportunity to express their opinions and needs without fear either to be
embarrassed or to be punished. Students are not required to write names when
answering questions.
II.1.2. Population of the survey
The population involved in the study is 50 students of grade 11 at Nguyen
Trai high school who have to learn English as a compulsory subject. Most of
them have been learning English for 6 years. Some have learnt English for 8
years. Therefore, the expected English level among them is intermediate.
Naturally, they have been taught the rules of using some common kinds of